♦ ⌈ 课程描述 Course Introduction ⌉
1.历史沿革
我校历来重视来华留学生课程建设工作，国际学院作为学校来华留学教育的归口单位，主要负责学校来华留学生的招生培养及管理，学校通过各种渠道招收学历生、长短期语言进修生、短期访问学习交流团组共计约700人次，重点面向“一带一路”沿线国家招收学历留学生和语言生。多年来，体育学院与国际学院密切配合，在留学生中国文化推广等方面进行合作。
2015年至今，体育学院协助国际学院开展来华留学生体育课程，主要包括武术与民族传统体育（戳脚、松溪内家拳、太极拳、养生气功、传统武术长拳、射艺、舞龙舞狮等）、羽毛球、乒乓球等课程；课程开设时间在第2学期和第3学期，目前已经开设了9轮次的课程教学实践。
我校来华本科留学生，尤其是电子信息工程专业、国际经济与贸易专业学生，大学体育课是通识必修课，目的就是使留学生在充分了解中国文化的基础上进行体育锻炼，做到学习、锻炼两不误。根据留学生人数开设课堂班级，每个班课堂平均教学规模达35人以上，自开课至今留学生选课总人数达420余人次。
2.知识模块顺序及对应的学时
（1）中国民族传统体育文化基础知识模块 2学时
（2）散打理论知识模块 2学时
（3）传统射艺理论知识模块 2学时
（4）健身气功理论知识模块 2学时
（5）舞龙舞狮理论知识模块 2学时
3.课程重难点
课程重点：对中国民族传统体育文化的基础知识与其基本技术有一定的了解与掌握。
课程难点：①教学内容信息相对大，不同背景学生的接受程度不同；
②英语授课与部分同学英语能力欠缺之间的矛盾（非英语国家）。
解决办法：增强具有针对性的教学内容建设，提升师资的英语水平。
4.实践课教学内容
（1）传统武术技术 10学时
主要包括非物质文化遗产太极拳、戳脚、松溪内家拳、传统武术长拳等具有民族性、传统性的课程，培养来华留学生对中国武术与民族传统体育的练习兴趣。
（2）散打基本技术 3学时
主要包括散打基本步法，基本拳法（直拳、摆拳、勾拳），基本腿法（正蹬腿、鞭腿、侧踹腿），基本摔法以及拳腿组合练习，培养来华留学生勇敢精神，处理应急事件的能力。
（3）传统武术射艺基本技术 3学时
主要包括文射、武射、阵射和投壶等：文射重礼仪、姿态；武射以训练射箭速度、准度为主；阵射是编排队形进行射箭；投壶则是一种古代宴饮的投掷游戏，也是一种礼仪，把箭向壶里投，投中多的为胜，从而了解中国传统射艺文化内涵和历史意义。
（4）健身气功基本技术 3学时
主要以健身气功八段锦为技术教学内容，包括8个动作：两手托天理三焦、左右开弓似射雕、调理脾胃须单举、五劳七伤向后瞧、摇头摆尾去心火、双手攀足固肾腰、攒拳怒目增气力、背后七颠百病消，帮助来华留学生学会科学健身方法。
（5）舞龙舞狮基本技术 3学时
舞龙基本手型、手法、步型、步法，8字舞龙、单侧起伏等技术；舞狮基本手型、手法，步型、步法，包括步型有马步、弓步、虚步、独立步、仆步、麒麟步等；步法有碎步、抢步、移步、扣步、跳步等，进一步了解中华民族传统文化。
1. Historical evolution
Our school has always attached great importance to the curriculum construction of international students in China. As the centralized unit of our school for overseas education in China, the International College is mainly responsible for the enrollment, training and management of international students in China. The school enrolls about 700 academic students, long-term and short-term language learners, and short-term visiting and exchange groups through various channels, focusing on the countries along the "the Belt and Road" to recruit academic students and language students. For many years, the School of Physical Education has closely cooperated with the International School in promoting Chinese culture among international students.
2. Order of knowledge modules and corresponding class hours
(1) Basic knowledge module of Chinese traditional ethnic sports culture
(2) Sanda theoretical knowledge module
(3) Traditional Shooting Art Theory Knowledge Module
(4) Theoretical knowledge module of fitness qigong
(5) Dragon and lion dance theory knowledge module
3. Key and difficult points of the course
Course focus: Have a certain understanding and mastery of the basic knowledge and techniques of traditional Chinese sports culture.
Course difficulty:
① The teaching content information is relatively large, and the acceptance level of students from different backgrounds varies;
② The contradiction between English teaching and the lack of English proficiency among some students (in non English speaking countries).
Solution: Enhance targeted teaching content construction and improve the English proficiency of teachers.
4. Practical course teaching content
(1) Traditional martial arts techniques
Mainly including intangible cultural heritage Tai Chi, poking feet, Songxi Neijia Quan, traditional martial arts Changquan and other courses with national and traditional characteristics, cultivating the interest of international students in practicing Chinese martial arts and traditional ethnic sports.
(2) Basic Techniques of Sanda
This mainly includes the basic footwork of Sanda, basic boxing techniques (straight punching, swing punching, hook punching), basic leg techniques (front kick, whip kick, side kick), basic throwing techniques, and boxing leg combination exercises to cultivate the brave spirit and ability to handle emergency situations of international students studying in China.
(3) Basic techniques of traditional martial arts shooting
Mainly including civil shooting, martial shooting, formation shooting, and throwing pots, etc.: civil shooting emphasizes etiquette and posture; Martial shooting focuses on training archery speed and accuracy; Formation shooting is the process of arranging formations to shoot arrows; Throwing an arrow into a pot is an ancient banquet throwing game and also a ritual. The more arrows thrown into the pot, the greater the victory, in order to understand the cultural connotation and historical significance of traditional Chinese archery.
(4) Basic Techniques of Fitness Qigong
The main teaching content of fitness qigong Eight Section Brocade includes eight movements: supporting the celestial principles and three burners with both hands, opening the bow on the left and right like shooting an eagle, regulating the spleen and stomach with a single lift, looking back at the five strains and seven injuries, shaking the head and tail to reduce heart fire, using both hands to climb the feet and strengthen the kidneys and waist, gathering fists and angry eyes to increase strength, and dispelling all diseases behind the back. It helps international students learn scientific fitness methods.
(5) Basic Techniques of Dragon and Lion Dance
Basic hand movements, techniques, steps, and footwork in dragon dance, including 8-shaped dragon dance and single-sided undulations; Basic hand movements and techniques for lion dance, including horse steps, bow steps, virtual steps, independent steps, servant steps, qilin steps, etc; The footwork includes broken steps, grabbing steps, moving steps, fastening steps, jumping steps, etc., to further understand the traditional culture of the Chinese nation.
♦ ⌈ 教学团队 teaching team ⌉
团队教师队伍共11人，其中，正高级职称2人，副高级职称4人，讲师5人；具有博士学位的教师5人；硕士学位的教师3人；国家级裁判员2人、一级裁判员7人。从团队教师的知识结构看，既有从事体育教育训练学的专业型教师，又有民族传统体育学方向的专项型教师，此外还有体育人文社会学、学科教学、体育教育以及教育经济与管理专业领域的综合型教师。可以看出团队教师的知识结构较为合理。
从年龄结构上看，团队教师中35岁以下青年教师2人，占总人数20%；36—45岁以下教师5人，占总人数50%；教师队伍整体年龄结构较为合理且偏年轻化。
从学院结构上看，团队教师毕业于6所国内知名专业类体育院校和师范院校，其中北京体育大学3人、首都体育学院、1人、上海体育大学1人、成都体育学院3人、武汉体育学院1人、西华师范大学2人，团队教师中北京体育大学博士2人、硕士1人；首都体育学院博士1人；上海体育大学博士1人；成都体育学院博士1人、本科2人；武汉体育学院硕士1人，学历层次整体较高。
这些教师中，具有专职管理辅导员人员1名，理论课教师2名，实训课教师8人。团队教师中具有国家健将1人、一级运动员2人、二级运动员3人。实训教师与学生比例为1：7，配比较为合理，确保有足够的实训教师投入实践课的教学中。总体来看团队教师知识结构、年龄结构及学缘结构较为合理，理论课科研实力雄厚、理论基础扎实，实训教师专项技术全面、技能水平较高，为提高理论与实训课程的教育教学质量提供了坚实的保障。
There are a total of 11 teachers in the team, including 2 with senior professional titles, 4 with deputy senior professional titles, and 5 lecturers; 5 teachers with doctoral degrees; Three teachers with master's degrees; There are 2 national level referees and 7 first level referees. From the perspective of the knowledge structure of team teachers, there are both professional teachers engaged in physical education and training, as well as specialized teachers in traditional ethnic sports. In addition, there are comprehensive teachers in the fields of sports humanities and sociology, subject teaching, physical education, and education economics and management. It can be seen that the knowledge structure of the team teachers is relatively reasonable.
From an age structure perspective, there are 2 young teachers under the age of 35 in the team, accounting for 20% of the total number of teachers; 5 teachers under the age of 36-45, accounting for 50% of the total number; The overall age structure of the teaching staff is relatively reasonable and tends to be younger.
From the perspective of college structure, the team of teachers graduated from 6 well-known professional sports colleges and normal universities in China, including 3 from Beijing Sport University, 1 from Capital Institute of Physical Education, 1 from Shanghai Sport University, 3 from Chengdu Sport University, 1 from Wuhan Sport University, and 2 from Xihua Normal University. Among the team of teachers, there are 2 doctoral and 1 master's degree holders from Beijing Sport University; 1 PhD candidate from Capital Institute of Physical Education; 1 PhD candidate from Shanghai Sport University; 1 PhD candidate and 2 undergraduates from Chengdu Sport University; There is one master's degree holder from Wuhan Sport University, with a relatively high overall educational level.
Among these teachers, there is one full-time management counselor, two theoretical course teachers, and eight practical training course teachers. The team of teachers includes 1 national athlete, 2 first level athletes, and 3 second level athletes. The ratio of practical training teachers to students is 1:7, which is reasonable to ensure that there are enough practical training teachers involved in the teaching of practical courses. Overall, the knowledge structure, age structure, and learning background structure of the team teachers are relatively reasonable. They have strong research capabilities and solid theoretical foundations in theoretical courses. The training teachers have comprehensive specialized skills and high skill levels, providing a solid guarantee for improving the quality of education and teaching in theoretical and practical courses.
